國立高中職教師工作倦怠感、情緒智慧與教師效能關聯性之研究

The Study on The Relationship among Job Burnout, Emotional Intelligence, and Teacher efficacy of National Senior High and Vocational High Schools' Teachers

隨著少子化的趨勢及社會對十二年國教的高度期望，在過度情緒負荷的教學環境中，工作倦怠感容易進一步影響教師效能感的表現。環顧相關文獻指出教師正面情緒智慧將助於提昇教師效能感，然而，情緒智慧是否進一步干擾工作倦怠感對於教師效能感的表現，亦或是扮演減緩工作倦怠對教師效能負面影響的角色，為本研究主要探討的問題。本研究採取問卷調查法，依分層隨機抽樣方式，隨機選取全國國立高中職500位教師實施問卷調查，共回收有效問卷449份，有效問卷回收率為89.8％，調查結果顯示國立高中職教師個人統計變項之年齡、學歷、服務年資、婚姻狀況與情緒智慧之間具有顯著的差異性存在，然而，在高中與高職教師兩個群體之間並沒有呈現顯著差異。本研究與先前研究相同的是，工作倦怠中「低個人成就感」構面與整體教師效能感間呈現顯著的負相關，情緒智慧中「情緒應用」則與教師效能感則呈現顯著正相關；雖然研究結果中並未發現情緒智慧對工作倦怠感與教師效能之間具有正面的干擾效果，然而在多元階層迴歸模式中加入情緒智慧三構面之後，工作倦怠中「去人性化」與教師效能感的關聯性卻由不顯著轉變為顯著正相關。職此之故，本研究建議要有效地養成教師情緒智慧，雖未顯著減少國立高中職教師工作倦怠感對教師效能感之負面影響，但在教師工作職場中情緒應用是否合宜，情緒上的壓抑亦或應用過當是否深化教師過度去人性化的反應而失去教學熱忱，是值得吾人進一步深思的課題。

The study aimed to explore the relationhsipamong job burnout, emotional intelligence, and teacher efficacy of national senior high schools and vocational high schools’ teachers. Surveywas the main research method to gather information. The research framework and questionaire were established based on the findings from comprehensive literature review. he stratified random sample in this study contained 500 teachers in national high schools, both general high schools and vocational high schools. There were 449 valid questionaireswere returned (89.8%). Data were furthered analyzed statistically by means of descriptive statistics, factor analysis, Pearson product-moment correlation and multiple regressions. The findings of the paper were as follows. Firsly, there was a significant difference between gender, marital status and teacher's efficiency; then a significant difference between age, education, the length of service, marital status and emotional intelligence of teacher, and a significant difference between gender, age, the length of service and job burnout of teacher. In addition, the depersonalization and low sense of achievement associated with job burnout components werenegatively predictive toward teacher efficacy. Finally, The emotion use in the components of emotional intelligence was predictive toward teacher efficacy. Finally, the implications of emotional management in terms of the relationship between burnout and teacher efficacy were suggested in the study.